SELL Program

[Name of the Institute]SELL Program

Introduction

My research will be aimed at analyzing how positive and negative reinforcement works in the education system, in my school, and how teachers play a significant role in this regard. When children get a positive impact, they feel wanted, and their self-confidence increases. The negative consequences are those which applied immediately after concrete behaviour (Pring, 2010). Therefore, the concept of positive reinforcement is to present a positive reward immediately after the issuance of certain behaviour, and this increases the likelihood that such conduct is present in the future. It is used when the practitioners want to develop a new skill, increase the frequency of conduct or when the reinforcement of that behaviour diminishes the appearance of an unwanted conduct which is inconsistent. For this procedure to work, the reward has to be related to behaviour, be contingent on it and must always be accompanied by the specification of the contingency and social reinforcement. It also must be cognitively and emotionally appropriate for the child (Theobald, 2006).

The educational process developed at the school is a professional process, educational, nature based on the systematic and theoretical pedagogical conception widespread and intentionally aimed at preparing social subjects to life and first for the job. This process consists of several key components: objectives, content, methods, the way the media and evaluation. It is a process determined by the solution to the problem or social custom, which establishes a relationship between society and the educational process, as a matter of law, is social in nature and develops a conscious and planned (Bryk, & Schneider, 2000).

Discussion

Teaching is a moral enterprise necessitating a need for teachers who have an awareness of the moral dimensions of teaching. A content analysis was completed of seventeen introduction/foundations of education textbooks from three decades, the 1930s, 1970s, and 1990s, to determine the extent to which they presented four moral dimensions of teaching categories. The four categories were: the teacher as a moral exemplar, the teacher's responsibility for developing the moral life of students, the teacher's responsibility for preparing students to participate in a democracy, and the teacher's responsibility for establishing a moral classroom environment. Each of the moral dimensions was further delineated with descriptors. The 1930s texts emphasized the teacher as a moral exemplar and a person of character (Darling et al, 1995).

The 1970s and 1990s texts focused on the responsibility of teachers providing opportunities for all to have successful learning experiences in classrooms. The 1970s also placed emphasis on teachers encouraging students to develop their own value systems. In the 1990s texts the conception of the teacher as a moral person has evolved in reference to outward classroom behavior. The 1990s texts have shifted emphasis to the fact that students will imitate teachers thus necessitating that teachers be alert to all details of their classroom behavior (Deal, 1998). The 1990s texts also point to rethinking the responsibility of teachers to develop the moral life of students and to become involved in profound social issues ...